Maestría en Pedagogía de los Idiomas mención Inglés
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32428
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Item Interactive teaching techniques and speaking fluency(2022-03-01) Velasteguí Núñez, Gabriela Fernanda; Sulca Guale, Manuel XavierThe students’ English language learning essential for the development at the time of speaking. The use of the language in real world contexts help that the learning processes be meaningful and can be applied when need them. However, students must have the necessary tools to develop their speaking skill. For this reason, the current research entitled Interactive Teaching Techniques and Speaking Fluency was developed at the Unidad Educativa UK School in Ambato-Ecuador. The principal objective of this study research is to demonstrate the incidence of Interactive Teaching Techniques in speaking fluency. For this reason, quantitative methods were applied to check the validity of the research, as well as qualitative methods to examine the progress of the participants' fluency when speaking. To achieve this objective, it was conducted with 30 participants from sixth grade of Basic General Education. The students were divided according to their classes; Class A the control group and Class B the experimental group. Subsequently, in the experimental group; 4 interactive teaching strategies were applied such as buzz groups, pair think-share, brainstorming, socratic questioning, two hours a week for a month; while the control group worked normally without any interference in their learning. Furthermore, a pre-test and a post- test were applied as a tool to collect the necessary information. At the end of the studyItem The employment of duolingo app for the oral production of the English Language for adult learners with unfinished schooling of 10th level E.G.B(2021-05-01) Zumbana Mondragón, Daniela Estefanía; Escalante Gamazo, Marbella CumandáThe present research had as principal objective to determine the application of Duolingo App in the development of the oral production of the English language on the communicative competences in the adult learners with unfinished schooling. Furthermore, the pre- test and pro- test were applied based on the audio verbal development to determine the efficiency of this technological tool as a practical and dynamic method. These tests based on the virtual sections which are offered in this mobile application in order to identify the level of the students and to know their progress in audio- verbal skills of 10th level of E.G.B groups at P.C.E.I. “Mons. Leonidas Proaño” Educative Unit CAT- Latacunga during the second quarterly of the academic year September 2020- March 2021. Also, a planning of skills with performance criteria was based in the curricular content of the Educative Unit. This planning helped to support the implementation of Duolingo App into the virtual environment with the selected groups who were involved in the research work. This lesson planning focused on the oral production of the English language in addition, on the active practice of the previous knowledge of the students. After the implementation of the research work, it applied a post- test that based on the same structure and approach that the pre- test according to the obtaining results after the application. Next, it was elaborated the procedure of the data which were analyzed and interpreted through the T- test of Student. These results were represented for statistical charts and graphics. The results demonstrated that the Duolingo App permitted to improve the oral production of the English language and it had a positive impact in the development of audio-verbal skills. Furthermore, Duolingo App facilitated to the teacher identify the level of oral production of their students as well as recognize the principal necessities of them. Therefore, it recommends using it in order to help the learners into learning the English language.Item The sensory scaffolding and its impact on the teaching - learning process of the English language in the students(2021-04-01) Quilapanta Unapucha, Sandra Mariela; Escalante Gamazo, Marbella CumandáThis research is focused on the analysis of the impact of sensory scaffolding on the development of the vocabulary of the English language in 9th grade students of EGB of Unidad Educativa "San José de Poaló". This study was based on a quantitative approach that included the collection, analysis and interpretation of data obtained. Likewise, a quasi-experimental design was implemented. In the same way, this research was bibliographic since the variables were supported by previous studies. It was also an exploratory study since it tried to discover the reasons why the students did not have enough vocabulary in English. The population consisted of 20 students of 9th grade. The data was collected through the application of a survey to the participants to identify the most appropriate activities based on sensory scaffolding supports to implement them in the English class. The questionnaire was applied in an online modality; the survey consisted of ten questions related to the variables analyzed in the study. In the same way, a pre-test was applied to measure the vocabulary level of the students. The pre-test contained fifty-two words, which were considered relevant since they were part of daily life conversation topics. After applying the pre-test, the sensory scaffolding activities were applied in the English lessons to teach specific vocabulary according to the students’ academic level. Once the activities were completed, a post-test was applied to identify if there was any increase in the students' vocabulary level. These data were analyzed using descriptive statistics. The results of the hypothesis verification made it possible to ensure that in the experimental group a significant increase in the average of the post-test was observed, in this way it was possible to confirm the alternative hypothesis: The use of sensory scaffolding strategies allows the development of vocabulary among 9th grade students.